This paper takes a philosophical look at the origins and development of computers as they are currently used in engineering education. Part of this reflection highlights concerns of a bygone age that remain, in many cases, substantially unanswered today. The paper discusses several typical uses of the computer over the past few decades, covering: engineering problem solver, educational tool, presentation tool, embedded system and information source. In addition, the paper identifies some current concerns that are a result of recent developments in computer use in engineering education, including plagiarism and cheating, as well as ethical issues. Potential future issues are examined, with the view that some trends can be predicted. Engineering educators need to recognise that computers should remain but one tool in a wide range of methods that can be used to ensure that the students achieve the desired learning outcomes. The paper concludes by observing that engineering educators need to critically reflect on all the myriad uses of computers in engineering education, so as to integrate them with current curricula to the best advantage for their students.
